Neuroscience

Articles and news from the latest research reports.

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New Autism-Related Gene Variants Discovered

Genetics researchers have identified 25 additional copy number variations (CNVs)—missing or duplicated stretches of DNA—that occur in some patients with autism. These CNVs, say the researchers, are “high impact”: although individually rare, each has a strong effect in raising an individual’s risk for autism.

“Many of these gene variants may serve as valuable predictive markers,” said the study’s corresponding author, Hakon Hakonarson, M.D., Ph.D., director of the Center for Applied Genomics at The Children’s Hospital of Philadelphia. “If so, they may become part of a clinical test that will help evaluate whether a child has an autism spectrum disorder.”

Hakonarson collaborated with scientists from the University of Utah and the biotechnology company Lineagen, Inc., in the study, published in the journal PLOS ONE.

The current study builds on and extends previous gene research by Hakonarson and other scientists on autism spectrum disorders (ASDs), a group of childhood neurodevelopmental disorders that cause impairments in verbal communication, social interaction and behavior. Estimated by the CDC to affect as many as one in 88 U.S. children, ASDs are known from family studies to be strongly influenced by genetics.

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Filed under autism genetics gene variants neurodevelopmental disorders neuronal development science

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New Discovery in Autism-Related Disorder Reveals Key Mechanism in Brain Development and Disease
A new finding in neuroscience for the first time points to a developmental mechanism linking the disease-causing mutation in an autism-related disorder, Timothy syndrome, and observed defects in brain wiring, according to a study led by scientist Ricardo Dolmetsch and published online yesterday in Nature Neuroscience. These findings may be at the heart of the mechanisms underlying intellectual disability and many other brain disorders.
The present study reveals that a mutation of the disease-causing gene throws a key process of neurodevelopment into reverse. That is, the mutation underlying Timothy syndrome causes shrinkage, rather than growth, of the wiring needed for the development of neural circuits that underlie cognition.
“In addition to the implications for autism, what’s really exciting is that we now have a way to get at the core mechanisms tying genes and environmental influences to development and disease processes in the brain,” said Dolmetsch, Senior Director of Molecular Networks at the Allen Institute for Brain Science.
“Imagine what we can learn if we do this hundreds and hundreds of times for many different human genetic variations in a large-scale, systematic way. That’s what we are doing now at the Allen Institute,” Dolmetsch continued.
In normal brain development, brain activity causes branches emanating from neural cells to stretch or expand. In cells with the mutation, these branched extensions, called dendrites, instead retract in response to neural activity, according to this study. This results in abnormal brain circuitry favoring connections with nearby neurons rather than farther-reaching connections. Further, the study identified a previously unknown mode of signaling to uncover the chemical pathway that causes the dendritic retraction.
This finding may have wide-reaching implications in neuroscience, as impaired dendrite formation is a common feature of many neurodevelopmental disorders. Further, the same gene has been implicated in other disorders including bipolar disorder and schizophrenia.
Under Dolmetsch’s leadership, the Molecular Networks program at the Allen Institute, one of three major new initiatives announced by the Institute last March, is using similar methods on a grand scale. The Institute is probing a large number of human genetic variations and many pathways in the brain to untangle the cellular mechanisms of neurodevelopment and disease. In addition to identifying the molecular and environmental rules that shape how the brain is built, the program will create new research tools and data sets that it will share publicly with the global research community.
Timothy syndrome is a neurodevelopmental disorder associated with autism spectrum disorders and caused by a mutation in a single gene. In addition to autism, it is also characterized by cardiac arrhythmias, webbed fingers and toes, and hypoglycemia, and often leads to death in early childhood.
(Image: iStock)

New Discovery in Autism-Related Disorder Reveals Key Mechanism in Brain Development and Disease

A new finding in neuroscience for the first time points to a developmental mechanism linking the disease-causing mutation in an autism-related disorder, Timothy syndrome, and observed defects in brain wiring, according to a study led by scientist Ricardo Dolmetsch and published online yesterday in Nature Neuroscience. These findings may be at the heart of the mechanisms underlying intellectual disability and many other brain disorders.

The present study reveals that a mutation of the disease-causing gene throws a key process of neurodevelopment into reverse. That is, the mutation underlying Timothy syndrome causes shrinkage, rather than growth, of the wiring needed for the development of neural circuits that underlie cognition.

“In addition to the implications for autism, what’s really exciting is that we now have a way to get at the core mechanisms tying genes and environmental influences to development and disease processes in the brain,” said Dolmetsch, Senior Director of Molecular Networks at the Allen Institute for Brain Science.

“Imagine what we can learn if we do this hundreds and hundreds of times for many different human genetic variations in a large-scale, systematic way. That’s what we are doing now at the Allen Institute,” Dolmetsch continued.

In normal brain development, brain activity causes branches emanating from neural cells to stretch or expand. In cells with the mutation, these branched extensions, called dendrites, instead retract in response to neural activity, according to this study. This results in abnormal brain circuitry favoring connections with nearby neurons rather than farther-reaching connections. Further, the study identified a previously unknown mode of signaling to uncover the chemical pathway that causes the dendritic retraction.

This finding may have wide-reaching implications in neuroscience, as impaired dendrite formation is a common feature of many neurodevelopmental disorders. Further, the same gene has been implicated in other disorders including bipolar disorder and schizophrenia.

Under Dolmetsch’s leadership, the Molecular Networks program at the Allen Institute, one of three major new initiatives announced by the Institute last March, is using similar methods on a grand scale. The Institute is probing a large number of human genetic variations and many pathways in the brain to untangle the cellular mechanisms of neurodevelopment and disease. In addition to identifying the molecular and environmental rules that shape how the brain is built, the program will create new research tools and data sets that it will share publicly with the global research community.

Timothy syndrome is a neurodevelopmental disorder associated with autism spectrum disorders and caused by a mutation in a single gene. In addition to autism, it is also characterized by cardiac arrhythmias, webbed fingers and toes, and hypoglycemia, and often leads to death in early childhood.

(Image: iStock)

Filed under brain brain development Timothy syndrome neurodevelopmental disorders neural activity genes neuroscience science

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Multiple sclerosis study reveals how killer T cells learn to recognize nerve fiber insulators

image

A micrograph of a killer T cell, a white blood cell that destroys germs or cancers, but that can sometimes attack the body’s own normal cells.

Misguided killer T cells may be the missing link in sustained tissue damage in the brains and spines of people with multiple sclerosis, findings from the University of Washington reveal. Cytoxic T cells, also known as CD8+ T cells, are white blood cells that normally are in the body’s arsenal to fight disease.

Multiple sclerosis is characterized by inflamed lesions that damage the insulation surrounding nerve fibers and destroy the axons, electrical impulse conductors that look like long, branching projections. Affected nerves fail to transmit signals effectively.

Intriguingly, the UW study, published this week in Nature Immunology, also raises the possibility that misdirected killer T cells might at other times act protectively and not add to lesion formation. Instead they might retaliate against the cells that tried to make them mistake the wrappings around nerve endings as dangerous.

Scientists Qingyong Ji and Luca Castelli performed the research with Joan Goverman, UW professor and chair of immunology. Goverman is noted for her work on the cells involved in autoimmune disorders of the central nervous system and on laboratory models of multiple sclerosis.

Multiple sclerosis generally first appears between ages 20 to 40. It is believed to stem from corruption of the body’s normal defense against pathogens, so that it now attacks itself. For reasons not yet known, the immune system, which wards off cancer and infection, is provoked to vandalize the myelin sheath around nerve cells. The myelin sheath resembles the coating on an electrical wire. When it frays, nerve impulses are impaired.

Depending on which nerves are harmed, vision problems, an inability to walk, or other debilitating symptoms may arise. Sometimes the lesions heal partially or temporarily, leading to a see-saw of remissions and flare ups. In other cases, nerve damage is unrelenting.

The myelin sheaths on nerve cell projections are fashioned by support cells called oligodendrocytes. Newborn’s brains contain just a few sections with myelinated nerve cells. An adult’s brains cells are not fully myelinated until age 25 to 30.

For T cells to recognize proteins from a pathogen, a myelin sheath or any source, other cells must break the desired proteins into small pieces, called peptides, and then present the peptides in a specific molecular package to the T cells. Scientists had previously determined which cells present pieces of a myelin protein to a type of T cell involved in the pathology of multiple sclerosis called a CD4+ T cell. Before the current study, no cells had yet been found that present myelin protein to CD8+ T cells.

Scientists strongly suspect that CD8+ T cells, whose job is to kill other cells, play an important role in the myelin-damage of multiple sclerosis. In experimental autoimmune encephalitis, which is a mouse model of multiple sclerosis in humans, CD4+ T cells have a significant part in the inflammatory response. However, scientists observed that, in acute and chronic multiple sclerosis lesions, CD8+T cells actually outnumber CD4+ T cells and their numbers correlate with the extent of damage to nerve cell projections. Other studies suggest the opposite: that CD8+ T cells may tone down the myelin attack.

The differing observations pointed to a conflicting role for CD8+ T cells in exacerbating or ameliorating episodes of multiple sclerosis. Still, how CD8+ T cells actually contributed to regulating the autoimmune response in the central nervous system, for better or worse, was poorly understood.

image

TIP dendritic cells, stained to show their physical features.

Goverman and her team showed for the first time that naive CD8+ T cells were activated and turned into myelin-recognizing cells by special cells called Tip-dendritic cells. These cells are derived from a type of inflammatory white blood cell that accumulates in the brain and the spinal cord during experimental autoimmune encephalitis originally mediated by CD4+ T cells. The membrane folds and protrusions of mature dendritic cells often look like branched tentacles or cupped petals well-suited to probing the surroundings.

The researchers proposed that the Tip dendritic cells can not only engulf myelin debris or dead oligodendrocytes and then present myelin peptides to CD4+ T cells, they also have the unusual ability to load a myelin peptide onto a specific type of molecule that also presents it to CD8+ T cells. In this way, the Tip dendritic cells can spread the immune response from CD4+ T cells to CD8+ T cells. This presentation enables CD8+ T cells to recognize myelin protein segments from oligodendrocytes, the cells that form the myelin sheath. The phenomenon establishes a second-wave of autoimmune reactivity in which the CD8+ T cells respond to the presence of oligodendrocytes by splitting them open and spilling their contents.

“Our findings are consistent,” the researchers said, “with the critical role of dendritic cells in promoting inflammation in autoimmune diseases of the central nervous system.” They mentioned that mature dendritic cells might possibly wait in the blood vessels of normal brain tissue to activate T-cells that have infiltrated the blood/brain barrier.

The oligodendrocytes, under the inflammatory situation of experimental autoimmune encephalitis, also present peptides that elicit an immune response from CD8+ T cells. Under healthy conditions, oligodendrocytes wouldn’t do this.

The researchers proposed that myelin-specific CD8+ T cells might play a role in the ongoing destruction of nerve-cell endings in “slow burning” multiple sclerosis lesions. A drop in inflammation accompanied by an increased degeneration of axons (electrical impulse-conducting structures) coincides with multiple sclerosis leaving the relapsing-remitting stage of disease and entering a more progressive state.

Medical scientists are studying the roles of a variety of immune cells in multiple sclerosis in the hopes of discovering pathways that could be therapeutic targets to prevent or control the disease, or to find ways to harness the body’s own protective mechanisms. This could lead to highly specific treatments that might avoid the unpleasant or dangerous side effects of generalized immunosuppressants like corticosteroids or methotrexate.

(Source: washington.edu)

Filed under MS T cells killer cells tissue damage nerve cells myelin sheath medicine science

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The Connection Between Memory and Sleep

Researchers found information can be better retained with reinforcing stimuli delivered during sleep

image

When you’re studying for an exam, is there something you can do while you sleep to retain the information better?

"The question is, ‘What determines which information is going to be kept and which information is lost?’" says neuroscientist Ken Paller.

With support from the National Science Foundation (NSF), Paller and his team at Northwestern University are studying the connection between memory and sleep, and the possibilities of boosting memory storage while you snooze.

"We think many stages of sleep are important for memory. However, a lot of the evidence has shown that slow-wave sleep is particularly important for some types of memory," explains Paller.

Slow-wave sleep is often referred to as “deep sleep,” and consists of stages 3 and 4 of non-rapid-eye-movement sleep.

Paller’s lab group members demonstrated for Science Nation two of the tests they run on study participants. In the first experiment, the subjects learned two pieces of music in a format similar to the game Guitar Hero. During a short nap following learning, just one of the learned tunes was played softly several times, to selectively reinforce the memory for playing that tune without any reinforcement but not for the other tune. Paller wanted to know whether the test subjects could more accurately produce the tune played during sleep.

In the second exercise, the subjects were asked to memorize the location of 50 objects on a computer screen. The presentation of each object was coupled with a unique sound. During the post-learning nap, memory for the location of 25 objects was reinforced by the play-back of only 25 of the sounds. In this case, Paller wanted to know whether the subjects could remember object locations better if the associated sounds were played during sleep.

Researchers recorded electrical activity generated in the brain using EEG electrodes attached to the scalp. They thus determined whether the subjects entered “deep sleep,” and only those who did participated in the reinforcement experiments. In both experiments, participants did a better job remembering what was reinforced while they slept, compared to what was not reinforced.

"We think that memory processing happens during sleep every night," says Paller. "We’re at the beginning of finding out what types of memory can be reinforced, how large reinforcement effects can be, and what sorts of stimuli can be used to reactivate memories so that they can be better consolidated."

Paller’s goal is to better understand the fundamental brain mechanisms responsible for memory. And that, in turn, may help people with memory problems, including those who find themselves more forgetful as they age.

"We experience progressively less slow-wave sleep as we age. Of course, many brain mechanisms come into play to allow us to remember, including some processing that transpires during sleep. So, there’s a lot to figure out about how memory works, but I think it’s fair to say that the person you are when you’re awake is partly a function of what your brain does when you’re asleep," explains Paller. He says these reactivation techniques could turn out to be valuable for enhancing what people have learned.

"What is beautiful about this set of experiments is that Dr. Paller identified ‘deep sleep’ as a critical time window during which memory for specific experiences can be selectively enhanced by the method of reactivation without conscious effort," says Akaysha Tang, director of the cognitive neuroscience program in the NSF Directorate for Social, Behavioral and Economic Sciences.

"Normally, conscious rehearsal of memorized material is needed if one wants to remember something better or retain it for longer, and one has to find time to review or rehearse," continues Tang. "Dr. Paller and the members of his lab group showed that such selective enhancement could be achieved without conscious effort and without demanding more of one’s waking hours. So, instead of pulling that all-nighter to memorize the material, in the future, it may be possible to consolidate the memory by sleeping with a scientifically programmed lullaby!"

(Source: nsf.gov)

Filed under brain activity memory learning sleep deep sleep neuroscience psychology science

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Big Picture: Inside the Brain
The Spring 2013 issue of Big Picture, Inside the Brain, is now available online. This issue, explores the technologies that are helping us to understand the brain, including magnetic resonance imaging (MRI) and computed tomography (CT).
About the cover:
This photograph, taken by Robert Ludlow, shows the surface (cortex) of a human brain belonging to an epileptic patient. The image displays the bright red arteries that supply the brain with nutrients and oxygen and the purple veins that remove deoxygenated blood. This photograph was taken before an intracranial electrode recording procedure for epilepsy, in which electrical activity is measured from the exposed surface of the brain. To find out more about Robert’s image and its creation, view this video on the UCL Institute of Neurology’s website. (Wellcome Image Awards 2012)

Big Picture: Inside the Brain

The Spring 2013 issue of Big Picture, Inside the Brain, is now available online. This issue, explores the technologies that are helping us to understand the brain, including magnetic resonance imaging (MRI) and computed tomography (CT).

About the cover:

This photograph, taken by Robert Ludlow, shows the surface (cortex) of a human brain belonging to an epileptic patient. The image displays the bright red arteries that supply the brain with nutrients and oxygen and the purple veins that remove deoxygenated blood. This photograph was taken before an intracranial electrode recording procedure for epilepsy, in which electrical activity is measured from the exposed surface of the brain. To find out more about Robert’s image and its creation, view this video on the UCL Institute of Neurology’s website. (Wellcome Image Awards 2012)

Filed under Big Picture magazine brain neuroimaging structural imaging functional imaging neuroscience education science

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What is déjà vu and why does it happen?
Have you ever experienced a sudden feeling of familiarity while in a completely new place? Or the feeling you’ve had the exact same conversation with someone before?
This feeling of familiarity is, of course, known as déjà vu (a French term meaning “already seen”) and it’s reported to occur on an occasional basis in 60-80% of people. It’s an experience that’s almost always fleeting and it occurs at random.
So what is responsible for these feelings of familiarity?
Despite coverage in popular culture, experiences of déjà vu are poorly understood in scientific terms. Déjà vu occurs briefly, without warning and has no physical manifestations other than the announcement: “I just had déjà vu!”
Many researchers propose that the phenomenon is a memory-based experience and assume the memory centres of the brain are responsible for it.
Read more

What is déjà vu and why does it happen?

Have you ever experienced a sudden feeling of familiarity while in a completely new place? Or the feeling you’ve had the exact same conversation with someone before?

This feeling of familiarity is, of course, known as déjà vu (a French term meaning “already seen”) and it’s reported to occur on an occasional basis in 60-80% of people. It’s an experience that’s almost always fleeting and it occurs at random.

So what is responsible for these feelings of familiarity?

Despite coverage in popular culture, experiences of déjà vu are poorly understood in scientific terms. Déjà vu occurs briefly, without warning and has no physical manifestations other than the announcement: “I just had déjà vu!”

Many researchers propose that the phenomenon is a memory-based experience and assume the memory centres of the brain are responsible for it.

Read more

Filed under déjà vu memory epilepsy psychology neuroscience science

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How The Memory Works In Learning
Teachers are the caretakers of the development of students’ highest brain during the years of its most extensive changes. As such, they have the privilege and opportunity to influence the quality and quantity of neuronal and connective pathways so all children leave school with their brains optimized for future success.
This introduction to the basics of the neuroscience of learning includes information that should be included in all teacher education programs. It is intentionally brief such that it can be taught in a single day of instruction. Ideally there would be additional opportunities for future teachers to pursue further inquiry into the science of how the brain learns, retrieves, and applies information.
Continue reading

How The Memory Works In Learning

Teachers are the caretakers of the development of students’ highest brain during the years of its most extensive changes. As such, they have the privilege and opportunity to influence the quality and quantity of neuronal and connective pathways so all children leave school with their brains optimized for future success.

This introduction to the basics of the neuroscience of learning includes information that should be included in all teacher education programs. It is intentionally brief such that it can be taught in a single day of instruction. Ideally there would be additional opportunities for future teachers to pursue further inquiry into the science of how the brain learns, retrieves, and applies information.

Continue reading

Filed under brain brain development education teaching learning neuroscience science

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Shakespeare and Wordsworth boost the brain, new research reveals

Scientists, psychologists and English academics at Liverpool University have found that reading the works of the Bard and other classical writers has a beneficial effect on the mind, catches the reader’s attention and triggers moments of self-reflection.


Using scanners, they monitored the brain activity of volunteers as they read works by William Shakespeare, William Wordsworth, T.S Eliot and others.


They then “translated” the texts into more “straightforward”, modern language and again monitored the readers’ brains as they read the words.


Scans showed that the more “challenging” prose and poetry set off far more electrical activity in the brain than the more pedestrian versions.


Scientists were able to study the brain activity as it responded to each word and record how it “lit up” as the readers encountered unusual words, surprising phrases or difficult sentence structure.
This “lighting up” of the mind lasts longer than the initial electrical spark, shifting the brain to a higher gear, encouraging further reading.
The research also found that reading poetry, in particular, increases activity in the right hemisphere of the brain, an area concerned with “autobiographical memory”, helping the reader to reflect on and reappraise their own experiences in light of what they have read. The academics said this meant the classics were more useful than self-help books.
Philip Davis, an English professor who has worked on the study with the university’s magnetic resonance centre, will tell a conference this week: “Serious literature acts like a rocket-booster to the brain.
"The research shows the power of literature to shift mental pathways, to create new thoughts, shapes and connections in the young and the staid alike."

Shakespeare and Wordsworth boost the brain, new research reveals

Scientists, psychologists and English academics at Liverpool University have found that reading the works of the Bard and other classical writers has a beneficial effect on the mind, catches the reader’s attention and triggers moments of self-reflection.

Using scanners, they monitored the brain activity of volunteers as they read works by William Shakespeare, William Wordsworth, T.S Eliot and others.

They then “translated” the texts into more “straightforward”, modern language and again monitored the readers’ brains as they read the words.

Scans showed that the more “challenging” prose and poetry set off far more electrical activity in the brain than the more pedestrian versions.

Scientists were able to study the brain activity as it responded to each word and record how it “lit up” as the readers encountered unusual words, surprising phrases or difficult sentence structure.

This “lighting up” of the mind lasts longer than the initial electrical spark, shifting the brain to a higher gear, encouraging further reading.

The research also found that reading poetry, in particular, increases activity in the right hemisphere of the brain, an area concerned with “autobiographical memory”, helping the reader to reflect on and reappraise their own experiences in light of what they have read. The academics said this meant the classics were more useful than self-help books.

Philip Davis, an English professor who has worked on the study with the university’s magnetic resonance centre, will tell a conference this week: “Serious literature acts like a rocket-booster to the brain.

"The research shows the power of literature to shift mental pathways, to create new thoughts, shapes and connections in the young and the staid alike."

Filed under brain brain activity literature poetry autobiographical memory psychology neuroscience science

594 notes

FDA Approves Magnetic Helmet For Treating Depression
The United States Food and Drug Administration approved a device that treats depression using… magnets. About 14.8 million American adults, or 6.7 percent of the U.S. adult population, are diagnosed with major depression in a given year, and antidepressant medications often don’t help.
The technology, known as deep Transcranial Magnetic Stimulation or TMS, involves placing a helmet filled with electromagnetic coils very close to the scalp and zapping them with pulses of electricity, which causes neurons to fire in very specific areas of the brain.
Magnets, How Do They Work?
First the machine is calibrated by placing it over a part of the brain that causes the subject’s hand to move. Then the coils are aimed at the brain region under treatment. The treatment lasts about 15 to 30 minutes, repeated over several weeks, and is noninvasive—all the person feels is a slight buzzing, and there are no side effects. This makes it a more palatable relative of other treatments that also target the brain directly, such as electroconvulsive therapy (formerly electroshock), or surgically implanted electrodes.
Brainsway, a publicly traded Israeli company, has an exclusive license for the technology from the National Institutes of Health, where its two Israeli scientific cofounders developed it. Their device is already approved in Europe for clinical depression, bipolar disorder, schizophrenia (negative symptoms), Parkinson’s diseases, and PTSD. Clinical trials are under way to test how well brain-zapping electromagnets could work to treat a huge range of ailments including cocaine addiction, Tourette’s syndrome, Alzheimer’s, stroke rehabilitation, multiple sclerosis, even ADHD.
(Credit: theloneliestgod)

FDA Approves Magnetic Helmet For Treating Depression

The United States Food and Drug Administration approved a device that treats depression using… magnets. About 14.8 million American adults, or 6.7 percent of the U.S. adult population, are diagnosed with major depression in a given year, and antidepressant medications often don’t help.

The technology, known as deep Transcranial Magnetic Stimulation or TMS, involves placing a helmet filled with electromagnetic coils very close to the scalp and zapping them with pulses of electricity, which causes neurons to fire in very specific areas of the brain.

Magnets, How Do They Work?

First the machine is calibrated by placing it over a part of the brain that causes the subject’s hand to move. Then the coils are aimed at the brain region under treatment. The treatment lasts about 15 to 30 minutes, repeated over several weeks, and is noninvasive—all the person feels is a slight buzzing, and there are no side effects. This makes it a more palatable relative of other treatments that also target the brain directly, such as electroconvulsive therapy (formerly electroshock), or surgically implanted electrodes.

Brainsway, a publicly traded Israeli company, has an exclusive license for the technology from the National Institutes of Health, where its two Israeli scientific cofounders developed it. Their device is already approved in Europe for clinical depression, bipolar disorder, schizophrenia (negative symptoms), Parkinson’s diseases, and PTSD. Clinical trials are under way to test how well brain-zapping electromagnets could work to treat a huge range of ailments including cocaine addiction, Tourette’s syndrome, Alzheimer’s, stroke rehabilitation, multiple sclerosis, even ADHD.

(Credit: theloneliestgod)

Filed under depression magnetic helmet TMS depression treatment Brainsway neuroscience science

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New understanding of brain’s early spatial development
Researchers at the University of Bath have uncovered a new understanding of how the brain develops its sense of space by working with blind people.
The researchers from the University’s Department of Psychology found that people who lose their sight later in life use a different method of following directions to those who are born without sight. This means that the brain needs to have a visual experience early on in life in order to build a visual perspective, or frame of reference, to know what is where.
The researchers carried out a study with participants including those who were congenitally blind; those who became blind later in life; and others who were sighted, to learn which methods the different groups used to remember where things are.
The study revealed that people who have been sighted and then become blind use a ‘allocentric’ reference frame, meaning they remember locations as they are positioned relative to one another, and this is the same as sighted people who do this task, even when blindfolded.
In contrast congenitally blind participants preferred an ‘egocentric’ reference frame meaning they first remember a starting point at home and then store a memory of the locations from the home location. Dr Michael Proulx who led the study said the results help us to understand more about the role of a critical period for developmental vision on spatial cognition and brain organisation.
He said: “In our study we were curious as to whether having visual experience during child development was key to creating the structures in the brain to support such an allocentric reference frame. First we found an interesting difference between the congenitally blind and sighted people: although the sighted people preferred the allocentric, reference frame, the congenitally blind participants preferred the self-centred or egocentric reference frame for remembering locations.
“The important piece of the puzzle, however, was whether the late blind people would perform like the congenitally blind, showing that current visual experience matters, or like the sighted, showing the role of early visual experience. The results were clear: the late blind performed the same as the sighted participants. Therefore having the experience of vision early in life lays the groundwork in the brain for the representation of locations in a different reference frame than that found in people who never had visual experience.”
All of the participants of the study were blindfolded and then walked to the locations of objects in a large room. They were later tested on a computer with a virtual pointing task that asked them to remember objects in the room relative to the other object locations.
Dr Proulx and his colleagues are following up this finding with additional research to investigate how additional information, such as the texture or sound of the environment, might influence the frame of reference used.
This would allow for improved maps rendered in Braille or sound to be produced for visually impaired persons to use in public places, such as rail stations, or in new cities.
They are also examining the impact of visual experience on the neural basis for spatial learning and memory by examining how the congenitally blind and late blind brains represent spatial information in the absence of vision.

New understanding of brain’s early spatial development

Researchers at the University of Bath have uncovered a new understanding of how the brain develops its sense of space by working with blind people.

The researchers from the University’s Department of Psychology found that people who lose their sight later in life use a different method of following directions to those who are born without sight. This means that the brain needs to have a visual experience early on in life in order to build a visual perspective, or frame of reference, to know what is where.

The researchers carried out a study with participants including those who were congenitally blind; those who became blind later in life; and others who were sighted, to learn which methods the different groups used to remember where things are.

The study revealed that people who have been sighted and then become blind use a ‘allocentric’ reference frame, meaning they remember locations as they are positioned relative to one another, and this is the same as sighted people who do this task, even when blindfolded.

In contrast congenitally blind participants preferred an ‘egocentric’ reference frame meaning they first remember a starting point at home and then store a memory of the locations from the home location. Dr Michael Proulx who led the study said the results help us to understand more about the role of a critical period for developmental vision on spatial cognition and brain organisation.

He said: “In our study we were curious as to whether having visual experience during child development was key to creating the structures in the brain to support such an allocentric reference frame. First we found an interesting difference between the congenitally blind and sighted people: although the sighted people preferred the allocentric, reference frame, the congenitally blind participants preferred the self-centred or egocentric reference frame for remembering locations.

“The important piece of the puzzle, however, was whether the late blind people would perform like the congenitally blind, showing that current visual experience matters, or like the sighted, showing the role of early visual experience. The results were clear: the late blind performed the same as the sighted participants. Therefore having the experience of vision early in life lays the groundwork in the brain for the representation of locations in a different reference frame than that found in people who never had visual experience.”

All of the participants of the study were blindfolded and then walked to the locations of objects in a large room. They were later tested on a computer with a virtual pointing task that asked them to remember objects in the room relative to the other object locations.

Dr Proulx and his colleagues are following up this finding with additional research to investigate how additional information, such as the texture or sound of the environment, might influence the frame of reference used.

This would allow for improved maps rendered in Braille or sound to be produced for visually impaired persons to use in public places, such as rail stations, or in new cities.

They are also examining the impact of visual experience on the neural basis for spatial learning and memory by examining how the congenitally blind and late blind brains represent spatial information in the absence of vision.

Filed under brain congenital blindness memory neuroscience visual experience spatial development science

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